Cover page

2016

TOOLKIT: SELECTING AN ONLINE MODULE FOR PREVENTION

Developed by Andrew Rizzo, MS and LB Klein, MSW

Introduction to the Toolkit

This toolkit is designed to help you consider and potentially select an online module to expand your campus’s comprehensive and strategic gender-based violence prevention plan. While online modules offer many powerful perks to prevention work, don’t be too hasty. Before you can select a module that best fits your campus type and prevention goals, it can be helpful to first reflect on the unique nature of your campus and develop a broader campus plan for gender-based violence. We recommend you watch PreventConnect’s e-learning module on Comprehensive Campus Prevention for more information on building that foundation. If you already have a solid knowledge of your campus and at least a few prevention goals in mind, keep reading!

Online Modules can… Highlight prevention messaging before students arrive on campus Ensure information is accessible to all students Establish a baseline level of competency Send a message about institutional commitment Help campuses comply with federal mandates that education on interpersonal violence is made available to all students, including new members of the community, early in their academic career Online modules can never replace in-person programming or utilizing multiple modalities to communicate education and prevention messages. Yet still, online modules can have distinct advantages and add real value to a comprehensive campus prevention strategy.

This toolkit does not stop at federal mandates. Our goal, and hopefully yours too, is to move beyond a compliance focus to achieve change in social norms and campus climate that will work to end interpersonal violence on any campus.

How To Use This Toolkit

This document is formatted into three parts. We recommend that campus committees or task forces dedicated to preventing sexual assault, intimate partner violence, and stalking complete these parts together. A single individual completing this toolkit is technically possible, but it will take much more time!

Part 1 – Campus Reflection , involves taking stock of your current university capacity, messaging, and efforts in violence prevention. Only through first understanding existing endeavors can campus staff decide which online module would be best for them, if any at all. There is no one-size-fits-all online module that works for every community. Members of a campus community are the best experts on what will work best for them.

Next, Part 2 – Module Assessment consists of thoughtfully and intentionally reviewing each online module you are considering, including seeking feedback from students and content experts. This section is meant to be completed as many times as necessary – so we included six copies in this document (A – F). Lastly, no professional can do prevention alone and no product will satisfy all requirements. Certainly, no online module has evidence suggesting that it changes campus culture, so it is imperative that this effort exist within a broader prevention plan.

Finally, using Part 3 – Partnerships groups will identify all partners who will be or could be involved in the selection and implementation of the online module, especially those who are able to take the shared messaging established by the online module into deeper and more meaningful programming throughout each student’s time on campus.

This toolkit is designed to help you prepare, consider, select, customize, and implement an online module for interpersonal violence prevention. It is not designed to help you create a module on your own. While we do recognize that several campuses have created their own online modules using university or grant resources, typically those efforts have taken several years, many hundreds of thousands of dollars, and countless personnel hours in order to move beyond a compliance toward prevention.

Student-Focused Online Modules

The focus of this toolkit is on online modules designed for student populations. While there are certainly online modules available for staff or faculty members, they are beyond the scope of this toolkit. As you embark upon this project, this toolkit can help you establish clear priorities rooted in prevention best practice as well as current feasibility on your campus to select the best possible module for interpersonal violence prevention.

Recommended Timeline

We recommend that campus administrators start this process early to ensure that they can engage key stakeholders and have adequate time both for campus assessment and thorough investigation of these online products. Part 1 should take about two weeks if there are already established lines of communication around the issue of interpersonal violence on campus. Next, Part 2 for online module assessments will likely take a month or more to ensure thorough review and discussions around customization and implementation. Then, if your campus wants customization, that process can take another month or more. Finally, if your team has decided that a particular online module would enhance your comprehensive campus prevention programming, use Part 3 to customize and implement your selected module. Part 3 pulls together information from other sections to help you clearly see both your campus partners and campus messaging; all in one place. This is crucial to ensure that the process runs smoothly and is consistent with all of your institution’s prevention messaging and programming.

This toolkit takes a community approach to selecting the right online module from start to finish. The more stakeholders are involved in selection, the more powerful the community buy-in surrounding the program will be to help bolster its messaging. However, this community approach does take more time.

Part 3
Implementation
(1+ months)

Part 3
Customization
(1+ months) F E D

C B

A Part 2
Module Assessment
(1+ months)

Part 1
Campus Reflection
(2+ weeks)

Templates, Macros, & Fields

This toolkit takes advantage of many often-ignored attributes of Microsoft Word. Our goal was to automate as much of the work as possible so you don’t have to type in anything more than once.

Click this! You need to enable macros. For MAC Users, you did that before opening the file. For PC Users, you may see a yellow bar with “Security Warning” near the top of your screen. The “active content” is those often-ignored attributes. Click “Enable Content”. Thanks!

Click this! This is a big document. You might want to jump around. Under the “View” tab, click “Navigation Pane”.

When you see a text box question that looks like this or like this, you should type in an answer to the question or choose an answer from a drop-down menu.

Once you answer a question, it will look like this or like this. That way you can keep your place easily.

The text boxes will expand as you type, don’t worry if it looks too small for your answer.

You cannot delete the text boxes, check boxes, or multiple choice answers, but you can delete text that you enter into them.

If you see a button like this: , go ahead and click it. These make the toolkit work!

Part 1 – Campus Reflection

Before beginning, skim through all of Part 1. Make note of questions for which your team has no ready answer and with whom you might need to follow up to learn the answer.

Do you have funds to purchase an online module?

☐Yes: $How much?

☐No

What ideal length of time do you want your students to spend completing this module?

Enter a time in hours.

Customization Priorities

How important is the ability to customize the online module? Choose one

What do you want to customize?

☐Welcome message

☐Welcome videos

☐Policy information

☐Survivor support/resource information

☐Statistics

☐Police/reporting information

☐Other: Describe what else you want to customize.

Who will help with the customization process (if there is one)?

Design/Graphics/Filming:
Colleagues? Students? Community Partners/collaborators?

Content/Knowledge:
Colleagues? Students? Community partners/collaborators?

What departments are providing personnel time:

For program administration:
Who would send reminders to students about completing the module?
What office do they work in?

For technical support:
When a student emails “my link doesn’t work ”, who answers?
What office do they work in?

Will completion of this online module be required of your students?

☐No

☐Yes: How will you enforce completion?

How do you plan to distribute the online module?

Write down some details of your distribution plan here.
Some potential things to consider:

Who has access to your target student population?

Are there certain websites students have to check, for orientation, move-in, etc.?

Do they join specific social media groups/message boards to receive school updates?

Who is the audience for the online module?

Undergraduate: Enter Approximate Number

Graduate – Master’s Level: Enter Approximate Number

Graduate – Doctoral Level: Enter Approximate Number

Transfer: Enter Approximate Number

Other: Enter Approximate Number

Total: Add Previous Numbers

Considering content…

What content does it NEED to have?
What content do you WANT it to have?	Need
Want
Definitions/statistics on…
Rape/sexual assault	☐	☐
Dating/domestic violence	☐	☐
Stalking	☐	☐
Sexual harassment	☐	☐
Consent	☐	☐
How to intervene as a bystander This content could include the five steps of intervention, barriers to intervention, or strategies for different ways to intervene.	☐	☐
Information on healthy relationships Healthy relationships involve more than simply the absence of violence but discussion of positive communication, boundaries, trust, intimacy, etc.	☐	☐
Discussion of the role of alcohol and other drugs in interpersonal violence perpetration Alcohol and other drugs may be used by a perpetrator to diminish their target’s ability to resist, consider the current/future consequences of a situation, or communicate sexual intentions.	☐	☐
Statement prohibiting domestic violence, dating violence, sexual assault, and stalking on campus	☐	☐
Risk reduction tips for abusive behavior This content could include content about types of abuse (physical, sexual, financial, emotional, psychological, etc.), the cycle of abuse, or warning signs of abuse.	☐	☐
Possible campus sanctions and/or legal consequences for perpetrators Consequences discussed could include state/federal statutes and possible sentences (jail time, register as sex offender, batterers’ intervention course, etc.) or list of campus sanctions (suspension, expulsion, counseling, etc.).	☐	☐
Information on prevention/awareness programs on campus This section could provide an opportunity to include contact information, calendars, or descriptions of upcoming programs/events.	☐	☐
Where to go for help (if assaulted, abused, stalked, etc.)? This section could include contact information for confidential and reporting resources on campus and off campus, hours of operation and locations for services, or national phone and online options for students taking the module in locations other than on campus.	☐	☐

What messages does your institution send about interpersonal violence that students who will take this module receive?

This is big picture, institution-level messaging. Not about right vs. wrong messaging. Just identify what messages are going out to your students in the first place.
These are not simple questions – don’t be afraid to write long answers. Your institution may not have a clear, definitive stance on the below topics at this high of an institutional level, and that’s ok. Knowing gaps is just as important as knowing answers.
Here are some ideas for where to look as you answer the next five questions:

Mission/vision/values documents of your Campus Life, Student Life, or Student Affairs Division

Statements about interpersonal violence in your Student Code of Conduct or Sexual Misconduct Policy

Language in your institution’s latest Annual Security Report

Quote from your President/any VP’s about interpersonal violence (particularly if you can find it online easily)

IF you are considering online modules for your incoming new students, consider these other places too:

How is interpersonal violence mentioned in new student orientation (if at all)?

Does your admissions office mention interpersonal violence during the tour, info sessions, or any other communications to prospective students?

Community Accountability vs. Individual Risk
Is interpersonal violence on everyone to end or on some to avoid?
Individual or community approach?
Where did you find that info (which offices/departments)?

Gender Binary vs. Gender Inclusive Language
Does messaging use binary language (“he or she”, “men and women”), or gender inclusive (affirming genderqueer and trans identities, “they,” “people of all genders”) language?
Mainly binary, inclusive, or something in between?

Connection to Alcohol/Other Drugs
Are alcohol/other drugs mentioned mainly as something used by perpetrators to incapacitate or as a way potential victims increase their risk?
Who is mentioned most frequently as using alcohol/other drugs in your interpersonal violence messaging?
In your interpersonal violence messaging, does alcohol/other drug use cause violence?
Where did you find that info (which offices/departments)?

Violence vs. Violence against Women
Does messaging usually mention women/females as victims and men/males as perpetrators? Are statistics about interpersonal violence inclusive of all genders?
Is messaging inclusive of all survivors of interpersonal violence?
Where did you find that info (which offices/departments)?

Other Miscellaneous Messages
What other messages/tone does your institution have when it discusses interpersonal violence?
Where did you find that info (which offices/departments)?

Do you need to collect data about this online module?

Yes	No
Interpersonal violence perpetration	☐	☐
Interpersonal violence victimization	☐	☐
Witnessing interpersonal violence	☐	☐
Bystander behaviors	☐	☐
Bystander intentions/efficacy	☐	☐
Attitudes/beliefs	☐	☐
Alcohol/other drug use	☐	☐
Other: please describe	☐	☐

Will data be connected to students’ personally identifiable information?

☐No

☐Yes: Click here to enter text.

What additional goals do you have for your online module?

Write Additional Goal 1 Here.

Write Additional Goal 2 Here.

Write Additional Goal 3 Here.

Who should review modules before they are selected?
Consider who your stakeholders are – what partners have you identified while completing this Campus Reflection?

Enter Possible Module Reviewers Here

Update Button:
Once you complete all of Part 1 , click the “Update All” button below.

Part 2 (A) – Module Assessment

You should start this part anew for each online module your team assesses. Skim through and look at every question/category before you begin the module you are assessing. Questions have been roughly ordered based on when you can answer them:

Questions 1-3: Definitely answerable before you complete the module

Questions 4-10: May be answerable either from promotional materials about the module or after completing the module

Questions 11-19: Should only be answered after completing the module.

You should go through the module at least twice. After you complete the module for the first time, keep this assessment open on your computer and fill it out as you progress through the module to make recording notes and answering questions easier.

Module under review: Name of Online Module

How much time does it take to complete?

Part 1: Enter Duration Here

Part 2 (if applicable): Enter Duration Here

Part 3 (if applicable): Enter Duration Here

Part 4 (if applicable): Enter Duration Here

What does it cost in total to distribute to your students?

$Enter Cost Here

Did experts develop the module?

Were online learning experts used to develop the module?

☐No

☐Yes: Who?

Were interpersonal violence prevention experts used to develop the module?

☐No

☐Yes: Who?

Did students pilot-test the module?

☐No

☐Yes

Is dosage sufficient?

Is it more than a one-time program?

☐No

☐Yes: How many doses?

Does it have boosters or ongoing components?

☐No

☐Yes: How many boosters?

Can you intentionally build programming off of this module to increase dosage?

☐No

☐Yes: Describe your ideas briefly

Is it theory-driven?

Is it based on scientific theories of behavior change?

☐No

☐Yes, these theories:

Enter Theory 1

Enter Theory 2

Enter Theory 3

Enter Theory 4

Is the module’s theory and message for why interpersonal violence occurs consistent with your institutional/campus messages?

Your Institutional/Campus Messages	Module’s Theory & Messages	Compatible?
Community Accountability vs. Individual Risk	Individual or community approach?	Individual or community approach?
Gender Binary vs. Gender Inclusive Language	Mainly binary, inclusive, or something in between?	Mainly binary, inclusive, or something in between?
Connection to Alcohol/Other Drugs	Who is mentioned most frequently as using alcohol/other drugs in your interpersonal violence messaging? In your interpersonal violence messaging, does alcohol/other drug use cause violence?	Who is mentioned most frequently as using alcohol/other drugs in the module? In the module, does alcohol/other drugs cause violence?
Violence vs. Violence against Women	Is messaging inclusive of all survivors of interpersonal violence?	Is the module inclusive of all survivors of interpersonal violence?
Other Miscellaneous	What other messages/tone does your institution have when it discusses interpersonal violence?	Any other miscellaneous things from the module?

Has it been evaluated?

What are the stated learning objectives of the module?

Learning Objective 1: Enter Learning Objective 1
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 2: Enter Learning Objective 2
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 3: Enter Learning Objective 3
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 4: Enter Learning Objective 4
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 5: Enter Learning Objective 5
Has it been evaluated?

☐No

☐Yes: What were the results?

Where have the findings, if any, been published?

Study/Citation 1

Study/Citation 2

Study/Citation 3

Other reference materials

Have evaluations informed module improvement?

☐No

☐Yes

☐Not sure

What customization of content is possible?

☐Welcome message

☐Welcome videos

☐Policy information

☐Survivor support/resource Information

☐Statistics

☐Police/reporting information

☐Other: Describe in more detail.

Can you collect data on the following?

Yes	No
Interpersonal violence perpetration	☐	☐
Interpersonal violence victimization	☐	☐
Witnessing interpersonal violence	☐	☐
Bystander behaviors	☐	☐
Bystander intentions/efficacy	☐	☐
Attitudes/beliefs	☐	☐
Alcohol/other drug use	☐	☐
Other: please describe	☐	☐

Is student privacy/data protected in the module?

☐No

☐Yes: How?

What content does the module have?

Yes	No
Definitions/statistics on…
Rape/sexual assault	☐	☐
Dating/domestic violence	☐	☐
Stalking	☐	☐
Sexual harassment	☐	☐
Consent	☐	☐
How to intervene as a bystander This content could include the 5 steps of intervention, barriers to intervention, or strategies for different ways to intervene.	☐	☐
Information on healthy relationships Healthy relationships involve more than simply the absence of violence but discussion of positive communication, boundaries, trust, intimacy, etc.	☐	☐
Discussion of the role of alcohol and other drugs in interpersonal violence perpetration Alcohol and other drugs may be used by a perpetrator to diminish their target’s ability to resist, consider the current/future consequences of a situation, or communicate sexual intentions.	☐	☐
Statement prohibiting domestic violence, dating violence, sexual assault, and stalking on campus	☐	☐
Risk reduction tips for abusive behavior This content could include content about types of abuse (physical, sexual, financial, emotional, psychological, etc.), the cycle of abuse, or warning signs of abuse.	☐	☐
Possible campus sanctions and/or legal consequences for perpetrators Consequences discussed could include state/federal statutes and possible sentences (jail time, register as sex offender, batterers intervention course, etc.) or list of campus sanctions (suspension, expulsion, counseling, etc.).	☐	☐
Information on prevention/awareness programs on campus This section could provide an opportunity to include contact information, calendars, or descriptions of upcoming programs/events.	☐	☐
Where to go for help (if assaulted, abused, stalked, etc.)? This section could include contact information for confidential and reporting resources on campus and off campus, hours of operation and locations for services, or national phone and online options for students taking the module in locations other than on campus.	☐	☐

Is the module trauma-informed and survivor-centered?
Check all that are included:

☐Resources customized to your community

☐Language that refrains from victim-blaming

☐Opt-out options on every page that redirect to resources

☐Presents perspectives of multiple survivors from diverse backgrounds

☐Normalizes getting help and support

☐Acknowledges a range of survivor experiences (settings, types of violence, etc.)

Does it promote positive relationships?

Does the program provide examples of positive role models?

☐No

☐Yes: How many examples?

Does it discuss signs of healthy/unhealthy relationships?

☐No

☐Yes: Which signs?

Does it promote community accountability?

☐No

☐Yes: How does it mention accountability?

Does it provide connections to resources? Choose one

Is it socio-culturally relevant and inclusive?

Does the module reflect the diversity of your student population?

☐No

☐Yes

If No, are you able to make changes to make it more appropriate?

☐No

☐Yes

Does the inclusion of diverse characters seem natural or are marginalized identities tokenized? Choose one

Does the module present interpersonal violence as something that can happen to anyone regardless of gender or sexual orientation?

☐Yes

☐No: Which groups were not represented?

Does the timing of the online module make sense?

Is the module designed to help address violence before it occurs? (add up to 100%)

Enter % Primary Prevention of the module focuses on root causes/predictors of violence.

Enter % Secondary Prevention of the module focuses on immediate action when violence occurs, i.e. bystander intervention or crisis support resources.

Enter % Tertiary Prevention of the module focuses on long-term effects of violence, rehabilitation, or survivor recovery topics.

Other thoughts?

Will the timing of the module make sense for your student population?

☐No

☐Yes

Does the content seem developmentally appropriate for your student population?

☐No

☐Yes

☐Not sure, because explain in more detail .

Does it use varied teaching methods?

Is it interactive? (check all that apply)

☐Requires you to click a button to advance through the module

☐Requires you to take quizzes after each section

☐Provides feedback to quiz answers specific to your right or wrong answer

☐Incorporates text you type into the module in later sections

☐Other: How else was the module interactive?

Does it teach skills?

☐No

☐Yes, it teaches the following skills:

Enter Skill 1

Enter Skill 2

Enter Skill 3

Enter Skill 4

How does the module deliver information? (must add up to 100%)

Enter % Text participants read text

Enter % Audio participants listen to voice-overs/audio recordings (no video)

Enter % Videos participants watch videos

Is it comprehensive?

Does it discuss interpersonal violence at all levels of the socio-ecological model?

☐Individual

☐Relationship

☐Community

☐Society

Does the module highlight interpersonal violence happening in settings that would resonate with your students’ experience?

☐Yes

☐No: What is off/what is missing?

Overall, how is the user experience engaging?

Describe in 2-3 sentences.

Reviewing the previous questions and categories, is this module a good fit for your campus community?

☐No

☐Yes

Part 2 (B) – Module Assessment

You should start this part anew for each online module your team assesses. Skim through and look at every question/category before you begin the module you are assessing. Questions have been roughly ordered based on when you can answer them:

Questions 1-3: Definitely answerable before you complete the module

Questions 4-10: May be answerable either from promotional materials about the module or after completing the module

Questions 11-19: Should only be answered after completing the module.

You should go through the module at least twice. After you complete the module for the first time, keep this assessment open on your computer and fill it out as you progress through the module to make recording notes and answering questions easier.

Module under review: Name of Online Module

How much time does it take to complete?

Part 1: Enter Duration Here

Part 2 (if applicable): Enter Duration Here

Part 3 (if applicable): Enter Duration Here

Part 4 (if applicable): Enter Duration Here

What does it cost in total to distribute to your students?

$Enter Cost Here

Did experts develop the module?

Were online learning experts used to develop the module?

☐No

☐Yes: Who?

Were interpersonal violence prevention experts used to develop the module?

☐No

☐Yes: Who?

Did students pilot-test the module?

☐No

☐Yes

Is dosage sufficient?

Is it more than a one-time program?

☐No

☐Yes: How many doses?

Does it have boosters or ongoing components?

☐No

☐Yes: How many boosters?

Can you intentionally build programming off of this module to increase dosage?

☐No

☐Yes: Describe your ideas briefly

Is it theory-driven?

Is it based on scientific theories of behavior change?

☐No

☐Yes, these theories:

Enter Theory 1

Enter Theory 2

Enter Theory 3

Enter Theory 4

Is the module’s theory and message for why interpersonal violence occurs consistent with your institutional/campus messages?

Your Institutional/Campus Messages	Module’s Theory & Messages	Compatible?
Community Accountability vs. Individual Risk	Individual or community approach?	Individual or community approach?
Gender Binary vs. Gender Inclusive Language	Mainly binary, inclusive, or something in between?	Mainly binary, inclusive, or something in between?
Connection to Alcohol/Other Drugs	Who is mentioned most frequently as using alcohol/other drugs in your interpersonal violence messaging? In your interpersonal violence messaging, does alcohol/other drug use cause violence?	Who is mentioned most frequently as using alcohol/other drugs in the module? In the module, does alcohol/other drugs cause violence?
Violence vs. Violence against Women	Is messaging inclusive of all survivors of interpersonal violence?	Is the module inclusive of all survivors of interpersonal violence?
Other Miscellaneous	What other messages/tone does your institution have when it discusses interpersonal violence?	Any other miscellaneous things from the module?

Has it been evaluated?

What are the stated learning objectives of the module?

Learning Objective 1: Enter Learning Objective 1
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 2: Enter Learning Objective 2
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 3: Enter Learning Objective 3
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 4: Enter Learning Objective 4
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 5: Enter Learning Objective 5
Has it been evaluated?

☐No

☐Yes: What were the results?

Where have the findings, if any, been published?

Study/Citation 1

Study/Citation 2

Study/Citation 3

Other reference materials

Have evaluations informed module improvement?

☐No

☐Yes

☐Not sure

What customization of content is possible?

☐Welcome message

☐Welcome videos

☐Policy information

☐Survivor support/resource Information

☐Statistics

☐Police/reporting information

☐Other: Describe in more detail.

Can you collect data on the following?

Yes	No
Interpersonal violence perpetration	☐	☐
Interpersonal violence victimization	☐	☐
Witnessing interpersonal violence	☐	☐
Bystander behaviors	☐	☐
Bystander intentions/efficacy	☐	☐
Attitudes/beliefs	☐	☐
Alcohol/other drug use	☐	☐
Other: please describe	☐	☐

Is student privacy/data protected in the module?

☐No

☐Yes: How?

What content does the module have?

Yes	No
Definitions/statistics on…
Rape/sexual assault	☐	☐
Dating/domestic violence	☐	☐
Stalking	☐	☐
Sexual harassment	☐	☐
Consent	☐	☐
How to intervene as a bystander This content could include the 5 steps of intervention, barriers to intervention, or strategies for different ways to intervene.	☐	☐
Information on healthy relationships Healthy relationships involve more than simply the absence of violence but discussion of positive communication, boundaries, trust, intimacy, etc.	☐	☐
Discussion of the role of alcohol and other drugs in interpersonal violence perpetration Alcohol and other drugs may be used by a perpetrator to diminish their target’s ability to resist, consider the current/future consequences of a situation, or communicate sexual intentions.	☐	☐
Statement prohibiting domestic violence, dating violence, sexual assault, and stalking on campus	☐	☐
Risk reduction tips for abusive behavior This content could include content about types of abuse (physical, sexual, financial, emotional, psychological, etc.), the cycle of abuse, or warning signs of abuse.	☐	☐
Possible campus sanctions and/or legal consequences for perpetrators Consequences discussed could include state/federal statutes and possible sentences (jail time, register as sex offender, batterers intervention course, etc.) or list of campus sanctions (suspension, expulsion, counseling, etc.).	☐	☐
Information on prevention/awareness programs on campus This section could provide an opportunity to include contact information, calendars, or descriptions of upcoming programs/events.	☐	☐
Where to go for help (if assaulted, abused, stalked, etc.)? This section could include contact information for confidential and reporting resources on campus and off campus, hours of operation and locations for services, or national phone and online options for students taking the module in locations other than on campus.	☐	☐

Is the module trauma-informed and survivor-centered?
Check all that are included:

☐Resources customized to your community

☐Language that refrains from victim-blaming

☐Opt-out options on every page that redirect to resources

☐Presents perspectives of multiple survivors from diverse backgrounds

☐Normalizes getting help and support

☐Acknowledges a range of survivor experiences (settings, types of violence, etc.)

Does it promote positive relationships?

Does the program provide examples of positive role models?

☐No

☐Yes: How many examples?

Does it discuss signs of healthy/unhealthy relationships?

☐No

☐Yes: Which signs?

Does it promote community accountability?

☐No

☐Yes: How does it mention accountability?

Does it provide connections to resources? Choose one

Is it socio-culturally relevant and inclusive?

Does the module reflect the diversity of your student population?

☐No

☐Yes

If No, are you able to make changes to make it more appropriate?

☐No

☐Yes

Does the inclusion of diverse characters seem natural or are marginalized identities tokenized? Choose one

Does the module present interpersonal violence as something that can happen to anyone regardless of gender or sexual orientation?

☐Yes

☐No: Which groups were not represented?

Does the timing of the online module make sense?

Is the module designed to help address violence before it occurs? (add up to 100%)

Enter % Primary Prevention of the module focuses on root causes/predictors of violence.

Enter % Secondary Prevention of the module focuses on immediate action when violence occurs, i.e. bystander intervention or crisis support resources.

Enter % Tertiary Prevention of the module focuses on long-term effects of violence, rehabilitation, or survivor recovery topics.

Other thoughts?

Will the timing of the module make sense for your student population?

☐No

☐Yes

Does the content seem developmentally appropriate for your student population?

☐No

☐Yes

☐Not sure, because explain in more detail .

Does it use varied teaching methods?

Is it interactive? (check all that apply)

☐Requires you to click a button to advance through the module

☐Requires you to take quizzes after each section

☐Provides feedback to quiz answers specific to your right or wrong answer

☐Incorporates text you type into the module in later sections

☐Other: How else was the module interactive?

Does it teach skills?

☐No

☐Yes, it teaches the following skills:

Enter Skill 1

Enter Skill 2

Enter Skill 3

Enter Skill 4

How does the module deliver information? (must add up to 100%)

Enter % Text participants read text

Enter % Audio participants listen to voice-overs/audio recordings (no video)

Enter % Videos participants watch videos

Is it comprehensive?

Does it discuss interpersonal violence at all levels of the socio-ecological model?

☐Individual

☐Relationship

☐Community

☐Society

Does the module highlight interpersonal violence happening in settings that would resonate with your students’ experience?

☐Yes

☐No: What is off/what is missing?

Overall, how is the user experience engaging?

Describe in 2-3 sentences.

Reviewing the previous questions and categories, is this module a good fit for your campus community?

☐No

☐Yes

Part 2 (C) – Module Assessment

You should start this part anew for each online module your team assesses. Skim through and look at every question/category before you begin the module you are assessing. Questions have been roughly ordered based on when you can answer them:

Questions 1-3: Definitely answerable before you complete the module

Questions 4-10: May be answerable either from promotional materials about the module or after completing the module

Questions 11-19: Should only be answered after completing the module.

You should go through the module at least twice. After you complete the module for the first time, keep this assessment open on your computer and fill it out as you progress through the module to make recording notes and answering questions easier.

Module under review: Name of Online Module

How much time does it take to complete?

Part 1: Enter Duration Here

Part 2 (if applicable): Enter Duration Here

Part 3 (if applicable): Enter Duration Here

Part 4 (if applicable): Enter Duration Here

What does it cost in total to distribute to your students?

$Enter Cost Here

Did experts develop the module?

Were online learning experts used to develop the module?

☐No

☐Yes: Who?

Were interpersonal violence prevention experts used to develop the module?

☐No

☐Yes: Who?

Did students pilot-test the module?

☐No

☐Yes

Is dosage sufficient?

Is it more than a one-time program?

☐No

☐Yes: How many doses?

Does it have boosters or ongoing components?

☐No

☐Yes: How many boosters?

Can you intentionally build programming off of this module to increase dosage?

☐No

☐Yes: Describe your ideas briefly

Is it theory-driven?

Is it based on scientific theories of behavior change?

☐No

☐Yes, these theories:

Enter Theory 1

Enter Theory 2

Enter Theory 3

Enter Theory 4

Is the module’s theory and message for why interpersonal violence occurs consistent with your institutional/campus messages?

Your Institutional/Campus Messages	Module’s Theory & Messages	Compatible?
Community Accountability vs. Individual Risk	Individual or community approach?	Individual or community approach?
Gender Binary vs. Gender Inclusive Language	Mainly binary, inclusive, or something in between?	Mainly binary, inclusive, or something in between?
Connection to Alcohol/Other Drugs	Who is mentioned most frequently as using alcohol/other drugs in your interpersonal violence messaging? In your interpersonal violence messaging, does alcohol/other drug use cause violence?	Who is mentioned most frequently as using alcohol/other drugs in the module? In the module, does alcohol/other drugs cause violence?
Violence vs. Violence against Women	Is messaging inclusive of all survivors of interpersonal violence?	Is the module inclusive of all survivors of interpersonal violence?
Other Miscellaneous	What other messages/tone does your institution have when it discusses interpersonal violence?	Any other miscellaneous things from the module?

Has it been evaluated?

What are the stated learning objectives of the module?

Learning Objective 1: Enter Learning Objective 1
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 2: Enter Learning Objective 2
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 3: Enter Learning Objective 3
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 4: Enter Learning Objective 4
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 5: Enter Learning Objective 5
Has it been evaluated?

☐No

☐Yes: What were the results?

Where have the findings, if any, been published?

Study/Citation 1

Study/Citation 2

Study/Citation 3

Other reference materials

Have evaluations informed module improvement?

☐No

☐Yes

☐Not sure

What customization of content is possible?

☐Welcome message

☐Welcome videos

☐Policy information

☐Survivor support/resource Information

☐Statistics

☐Police/reporting information

☐Other: Describe in more detail.

Can you collect data on the following?

Yes	No
Interpersonal violence perpetration	☐	☐
Interpersonal violence victimization	☐	☐
Witnessing interpersonal violence	☐	☐
Bystander behaviors	☐	☐
Bystander intentions/efficacy	☐	☐
Attitudes/beliefs	☐	☐
Alcohol/other drug use	☐	☐
Other: please describe	☐	☐

Is student privacy/data protected in the module?

☐No

☐Yes: How?

What content does the module have?

Yes	No
Definitions/statistics on…
Rape/sexual assault	☐	☐
Dating/domestic violence	☐	☐
Stalking	☐	☐
Sexual harassment	☐	☐
Consent	☐	☐
How to intervene as a bystander This content could include the 5 steps of intervention, barriers to intervention, or strategies for different ways to intervene.	☐	☐
Information on healthy relationships Healthy relationships involve more than simply the absence of violence but discussion of positive communication, boundaries, trust, intimacy, etc.	☐	☐
Discussion of the role of alcohol and other drugs in interpersonal violence perpetration Alcohol and other drugs may be used by a perpetrator to diminish their target’s ability to resist, consider the current/future consequences of a situation, or communicate sexual intentions.	☐	☐
Statement prohibiting domestic violence, dating violence, sexual assault, and stalking on campus	☐	☐
Risk reduction tips for abusive behavior This content could include content about types of abuse (physical, sexual, financial, emotional, psychological, etc.), the cycle of abuse, or warning signs of abuse.	☐	☐
Possible campus sanctions and/or legal consequences for perpetrators Consequences discussed could include state/federal statutes and possible sentences (jail time, register as sex offender, batterers intervention course, etc.) or list of campus sanctions (suspension, expulsion, counseling, etc.).	☐	☐
Information on prevention/awareness programs on campus This section could provide an opportunity to include contact information, calendars, or descriptions of upcoming programs/events.	☐	☐
Where to go for help (if assaulted, abused, stalked, etc.)? This section could include contact information for confidential and reporting resources on campus and off campus, hours of operation and locations for services, or national phone and online options for students taking the module in locations other than on campus.	☐	☐

Is the module trauma-informed and survivor-centered?
Check all that are included:

☐Resources customized to your community

☐Language that refrains from victim-blaming

☐Opt-out options on every page that redirect to resources

☐Presents perspectives of multiple survivors from diverse backgrounds

☐Normalizes getting help and support

☐Acknowledges a range of survivor experiences (settings, types of violence, etc.)

Does it promote positive relationships?

Does the program provide examples of positive role models?

☐No

☐Yes: How many examples?

Does it discuss signs of healthy/unhealthy relationships?

☐No

☐Yes: Which signs?

Does it promote community accountability?

☐No

☐Yes: How does it mention accountability?

Does it provide connections to resources? Choose one

Is it socio-culturally relevant and inclusive?

Does the module reflect the diversity of your student population?

☐No

☐Yes

If No, are you able to make changes to make it more appropriate?

☐No

☐Yes

Does the inclusion of diverse characters seem natural or are marginalized identities tokenized? Choose one

Does the module present interpersonal violence as something that can happen to anyone regardless of gender or sexual orientation?

☐Yes

☐No: Which groups were not represented?

Does the timing of the online module make sense?

Is the module designed to help address violence before it occurs? (add up to 100%)

Enter % Primary Prevention of the module focuses on root causes/predictors of violence.

Enter % Secondary Prevention of the module focuses on immediate action when violence occurs, i.e. bystander intervention or crisis support resources.

Enter % Tertiary Prevention of the module focuses on long-term effects of violence, rehabilitation, or survivor recovery topics.

Other thoughts?

Will the timing of the module make sense for your student population?

☐No

☐Yes

Does the content seem developmentally appropriate for your student population?

☐No

☐Yes

☐Not sure, because explain in more detail .

Does it use varied teaching methods?

Is it interactive? (check all that apply)

☐Requires you to click a button to advance through the module

☐Requires you to take quizzes after each section

☐Provides feedback to quiz answers specific to your right or wrong answer

☐Incorporates text you type into the module in later sections

☐Other: How else was the module interactive?

Does it teach skills?

☐No

☐Yes, it teaches the following skills:

Enter Skill 1

Enter Skill 2

Enter Skill 3

Enter Skill 4

How does the module deliver information? (must add up to 100%)

Enter % Text participants read text

Enter % Audio participants listen to voice-overs/audio recordings (no video)

Enter % Videos participants watch videos

Is it comprehensive?

Does it discuss interpersonal violence at all levels of the socio-ecological model?

☐Individual

☐Relationship

☐Community

☐Society

Does the module highlight interpersonal violence happening in settings that would resonate with your students’ experience?

☐Yes

☐No: What is off/what is missing?

Overall, how is the user experience engaging?

Describe in 2-3 sentences.

Reviewing the previous questions and categories, is this module a good fit for your campus community?

☐No

☐Yes

Part 2 (D) – Module Assessment

You should start this part anew for each online module your team assesses. Skim through and look at every question/category before you begin the module you are assessing. Questions have been roughly ordered based on when you can answer them:

Questions 1-3: Definitely answerable before you complete the module

Questions 4-10: May be answerable either from promotional materials about the module or after completing the module

Questions 11-19: Should only be answered after completing the module.

You should go through the module at least twice. After you complete the module for the first time, keep this assessment open on your computer and fill it out as you progress through the module to make recording notes and answering questions easier.

Module under review: Name of Online Module

How much time does it take to complete?

Part 1: Enter Duration Here

Part 2 (if applicable): Enter Duration Here

Part 3 (if applicable): Enter Duration Here

Part 4 (if applicable): Enter Duration Here

What does it cost in total to distribute to your students?

$Enter Cost Here

Did experts develop the module?

Were online learning experts used to develop the module?

☐No

☐Yes: Who?

Were interpersonal violence prevention experts used to develop the module?

☐No

☐Yes: Who?

Did students pilot-test the module?

☐No

☐Yes

Is dosage sufficient?

Is it more than a one-time program?

☐No

☐Yes: How many doses?

Does it have boosters or ongoing components?

☐No

☐Yes: How many boosters?

Can you intentionally build programming off of this module to increase dosage?

☐No

☐Yes: Describe your ideas briefly

Is it theory-driven?

Is it based on scientific theories of behavior change?

☐No

☐Yes, these theories:

Enter Theory 1

Enter Theory 2

Enter Theory 3

Enter Theory 4

Is the module’s theory and message for why interpersonal violence occurs consistent with your institutional/campus messages?

Your Institutional/Campus Messages	Module’s Theory & Messages	Compatible?
Community Accountability vs. Individual Risk	Individual or community approach?	Individual or community approach?
Gender Binary vs. Gender Inclusive Language	Mainly binary, inclusive, or something in between?	Mainly binary, inclusive, or something in between?
Connection to Alcohol/Other Drugs	Who is mentioned most frequently as using alcohol/other drugs in your interpersonal violence messaging? In your interpersonal violence messaging, does alcohol/other drug use cause violence?	Who is mentioned most frequently as using alcohol/other drugs in the module? In the module, does alcohol/other drugs cause violence?
Violence vs. Violence against Women	Is messaging inclusive of all survivors of interpersonal violence?	Is the module inclusive of all survivors of interpersonal violence?
Other Miscellaneous	What other messages/tone does your institution have when it discusses interpersonal violence?	Any other miscellaneous things from the module?

Has it been evaluated?

What are the stated learning objectives of the module?

Learning Objective 1: Enter Learning Objective 1
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 2: Enter Learning Objective 2
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 3: Enter Learning Objective 3
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 4: Enter Learning Objective 4
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 5: Enter Learning Objective 5
Has it been evaluated?

☐No

☐Yes: What were the results?

Where have the findings, if any, been published?

Study/Citation 1

Study/Citation 2

Study/Citation 3

Other reference materials

Have evaluations informed module improvement?

☐No

☐Yes

☐Not sure

What customization of content is possible?

☐Welcome message

☐Welcome videos

☐Policy information

☐Survivor support/resource Information

☐Statistics

☐Police/reporting information

☐Other: Describe in more detail.

Can you collect data on the following?

Yes	No
Interpersonal violence perpetration	☐	☐
Interpersonal violence victimization	☐	☐
Witnessing interpersonal violence	☐	☐
Bystander behaviors	☐	☐
Bystander intentions/efficacy	☐	☐
Attitudes/beliefs	☐	☐
Alcohol/other drug use	☐	☐
Other: please describe	☐	☐

Is student privacy/data protected in the module?

☐No

☐Yes: How?

What content does the module have?

Yes	No
Definitions/statistics on…
Rape/sexual assault	☐	☐
Dating/domestic violence	☐	☐
Stalking	☐	☐
Sexual harassment	☐	☐
Consent	☐	☐
How to intervene as a bystander This content could include the 5 steps of intervention, barriers to intervention, or strategies for different ways to intervene.	☐	☐
Information on healthy relationships Healthy relationships involve more than simply the absence of violence but discussion of positive communication, boundaries, trust, intimacy, etc.	☐	☐
Discussion of the role of alcohol and other drugs in interpersonal violence perpetration Alcohol and other drugs may be used by a perpetrator to diminish their target’s ability to resist, consider the current/future consequences of a situation, or communicate sexual intentions.	☐	☐
Statement prohibiting domestic violence, dating violence, sexual assault, and stalking on campus	☐	☐
Risk reduction tips for abusive behavior This content could include content about types of abuse (physical, sexual, financial, emotional, psychological, etc.), the cycle of abuse, or warning signs of abuse.	☐	☐
Possible campus sanctions and/or legal consequences for perpetrators Consequences discussed could include state/federal statutes and possible sentences (jail time, register as sex offender, batterers intervention course, etc.) or list of campus sanctions (suspension, expulsion, counseling, etc.).	☐	☐
Information on prevention/awareness programs on campus This section could provide an opportunity to include contact information, calendars, or descriptions of upcoming programs/events.	☐	☐
Where to go for help (if assaulted, abused, stalked, etc.)? This section could include contact information for confidential and reporting resources on campus and off campus, hours of operation and locations for services, or national phone and online options for students taking the module in locations other than on campus.	☐	☐

Is the module trauma-informed and survivor-centered?
Check all that are included:

☐Resources customized to your community

☐Language that refrains from victim-blaming

☐Opt-out options on every page that redirect to resources

☐Presents perspectives of multiple survivors from diverse backgrounds

☐Normalizes getting help and support

☐Acknowledges a range of survivor experiences (settings, types of violence, etc.)

Does it promote positive relationships?

Does the program provide examples of positive role models?

☐No

☐Yes: How many examples?

Does it discuss signs of healthy/unhealthy relationships?

☐No

☐Yes: Which signs?

Does it promote community accountability?

☐No

☐Yes: How does it mention accountability?

Does it provide connections to resources? Choose one

Is it socio-culturally relevant and inclusive?

Does the module reflect the diversity of your student population?

☐No

☐Yes

If No, are you able to make changes to make it more appropriate?

☐No

☐Yes

Does the inclusion of diverse characters seem natural or are marginalized identities tokenized? Choose one

Does the module present interpersonal violence as something that can happen to anyone regardless of gender or sexual orientation?

☐Yes

☐No: Which groups were not represented?

Does the timing of the online module make sense?

Is the module designed to help address violence before it occurs? (add up to 100%)

Enter % Primary Prevention of the module focuses on root causes/predictors of violence.

Enter % Secondary Prevention of the module focuses on immediate action when violence occurs, i.e. bystander intervention or crisis support resources.

Enter % Tertiary Prevention of the module focuses on long-term effects of violence, rehabilitation, or survivor recovery topics.

Other thoughts?

Will the timing of the module make sense for your student population?

☐No

☐Yes

Does the content seem developmentally appropriate for your student population?

☐No

☐Yes

☐Not sure, because explain in more detail .

Does it use varied teaching methods?

Is it interactive? (check all that apply)

☐Requires you to click a button to advance through the module

☐Requires you to take quizzes after each section

☐Provides feedback to quiz answers specific to your right or wrong answer

☐Incorporates text you type into the module in later sections

☐Other: How else was the module interactive?

Does it teach skills?

☐No

☐Yes, it teaches the following skills:

Enter Skill 1

Enter Skill 2

Enter Skill 3

Enter Skill 4

How does the module deliver information? (must add up to 100%)

Enter % Text participants read text

Enter % Audio participants listen to voice-overs/audio recordings (no video)

Enter % Videos participants watch videos

Is it comprehensive?

Does it discuss interpersonal violence at all levels of the socio-ecological model?

☐Individual

☐Relationship

☐Community

☐Society

Does the module highlight interpersonal violence happening in settings that would resonate with your students’ experience?

☐Yes

☐No: What is off/what is missing?

Overall, how is the user experience engaging?

Describe in 2-3 sentences.

Reviewing the previous questions and categories, is this module a good fit for your campus community?

☐No

☐Yes

Part 2 (E) – Module Assessment

You should start this part anew for each online module your team assesses. Skim through and look at every question/category before you begin the module you are assessing. Questions have been roughly ordered based on when you can answer them:

Questions 1-3: Definitely answerable before you complete the module

Questions 4-10: May be answerable either from promotional materials about the module or after completing the module

Questions 11-19: Should only be answered after completing the module.

You should go through the module at least twice. After you complete the module for the first time, keep this assessment open on your computer and fill it out as you progress through the module to make recording notes and answering questions easier.

Module under review: Name of Online Module

How much time does it take to complete?

Part 1: Enter Duration Here

Part 2 (if applicable): Enter Duration Here

Part 3 (if applicable): Enter Duration Here

Part 4 (if applicable): Enter Duration Here

What does it cost in total to distribute to your students?

$Enter Cost Here

Did experts develop the module?

Were online learning experts used to develop the module?

☐No

☐Yes: Who?

Were interpersonal violence prevention experts used to develop the module?

☐No

☐Yes: Who?

Did students pilot-test the module?

☐No

☐Yes

Is dosage sufficient?

Is it more than a one-time program?

☐No

☐Yes: How many doses?

Does it have boosters or ongoing components?

☐No

☐Yes: How many boosters?

Can you intentionally build programming off of this module to increase dosage?

☐No

☐Yes: Describe your ideas briefly

Is it theory-driven?

Is it based on scientific theories of behavior change?

☐No

☐Yes, these theories:

Enter Theory 1

Enter Theory 2

Enter Theory 3

Enter Theory 4

Is the module’s theory and message for why interpersonal violence occurs consistent with your institutional/campus messages?

Your Institutional/Campus Messages	Module’s Theory & Messages	Compatible?
Community Accountability vs. Individual Risk	Individual or community approach?	Individual or community approach?
Gender Binary vs. Gender Inclusive Language	Mainly binary, inclusive, or something in between?	Mainly binary, inclusive, or something in between?
Connection to Alcohol/Other Drugs	Who is mentioned most frequently as using alcohol/other drugs in your interpersonal violence messaging? In your interpersonal violence messaging, does alcohol/other drug use cause violence?	Who is mentioned most frequently as using alcohol/other drugs in the module? In the module, does alcohol/other drugs cause violence?
Violence vs. Violence against Women	Is messaging inclusive of all survivors of interpersonal violence?	Is the module inclusive of all survivors of interpersonal violence?
Other Miscellaneous	What other messages/tone does your institution have when it discusses interpersonal violence?	Any other miscellaneous things from the module?

Has it been evaluated?

What are the stated learning objectives of the module?

Learning Objective 1: Enter Learning Objective 1
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 2: Enter Learning Objective 2
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 3: Enter Learning Objective 3
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 4: Enter Learning Objective 4
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 5: Enter Learning Objective 5
Has it been evaluated?

☐No

☐Yes: What were the results?

Where have the findings, if any, been published?

Study/Citation 1

Study/Citation 2

Study/Citation 3

Other reference materials

Have evaluations informed module improvement?

☐No

☐Yes

☐Not sure

What customization of content is possible?

☐Welcome message

☐Welcome videos

☐Policy information

☐Survivor support/resource Information

☐Statistics

☐Police/reporting information

☐Other: Describe in more detail.

Can you collect data on the following?

Yes	No
Interpersonal violence perpetration	☐	☐
Interpersonal violence victimization	☐	☐
Witnessing interpersonal violence	☐	☐
Bystander behaviors	☐	☐
Bystander intentions/efficacy	☐	☐
Attitudes/beliefs	☐	☐
Alcohol/other drug use	☐	☐
Other: please describe	☐	☐

Is student privacy/data protected in the module?

☐No

☐Yes: How?

What content does the module have?

Yes	No
Definitions/statistics on…
Rape/sexual assault	☐	☐
Dating/domestic violence	☐	☐
Stalking	☐	☐
Sexual harassment	☐	☐
Consent	☐	☐
How to intervene as a bystander This content could include the 5 steps of intervention, barriers to intervention, or strategies for different ways to intervene.	☐	☐
Information on healthy relationships Healthy relationships involve more than simply the absence of violence but discussion of positive communication, boundaries, trust, intimacy, etc.	☐	☐
Discussion of the role of alcohol and other drugs in interpersonal violence perpetration Alcohol and other drugs may be used by a perpetrator to diminish their target’s ability to resist, consider the current/future consequences of a situation, or communicate sexual intentions.	☐	☐
Statement prohibiting domestic violence, dating violence, sexual assault, and stalking on campus	☐	☐
Risk reduction tips for abusive behavior This content could include content about types of abuse (physical, sexual, financial, emotional, psychological, etc.), the cycle of abuse, or warning signs of abuse.	☐	☐
Possible campus sanctions and/or legal consequences for perpetrators Consequences discussed could include state/federal statutes and possible sentences (jail time, register as sex offender, batterers intervention course, etc.) or list of campus sanctions (suspension, expulsion, counseling, etc.).	☐	☐
Information on prevention/awareness programs on campus This section could provide an opportunity to include contact information, calendars, or descriptions of upcoming programs/events.	☐	☐
Where to go for help (if assaulted, abused, stalked, etc.)? This section could include contact information for confidential and reporting resources on campus and off campus, hours of operation and locations for services, or national phone and online options for students taking the module in locations other than on campus.	☐	☐

Is the module trauma-informed and survivor-centered?
Check all that are included:

☐Resources customized to your community

☐Language that refrains from victim-blaming

☐Opt-out options on every page that redirect to resources

☐Presents perspectives of multiple survivors from diverse backgrounds

☐Normalizes getting help and support

☐Acknowledges a range of survivor experiences (settings, types of violence, etc.)

Does it promote positive relationships?

Does the program provide examples of positive role models?

☐No

☐Yes: How many examples?

Does it discuss signs of healthy/unhealthy relationships?

☐No

☐Yes: Which signs?

Does it promote community accountability?

☐No

☐Yes: How does it mention accountability?

Does it provide connections to resources? Choose one

Is it socio-culturally relevant and inclusive?

Does the module reflect the diversity of your student population?

☐No

☐Yes

If No, are you able to make changes to make it more appropriate?

☐No

☐Yes

Does the inclusion of diverse characters seem natural or are marginalized identities tokenized? Choose one

Does the module present interpersonal violence as something that can happen to anyone regardless of gender or sexual orientation?

☐Yes

☐No: Which groups were not represented?

Does the timing of the online module make sense?

Is the module designed to help address violence before it occurs? (add up to 100%)

Enter % Primary Prevention of the module focuses on root causes/predictors of violence.

Enter % Secondary Prevention of the module focuses on immediate action when violence occurs, i.e. bystander intervention or crisis support resources.

Enter % Tertiary Prevention of the module focuses on long-term effects of violence, rehabilitation, or survivor recovery topics.

Other thoughts?

Will the timing of the module make sense for your student population?

☐No

☐Yes

Does the content seem developmentally appropriate for your student population?

☐No

☐Yes

☐Not sure, because explain in more detail .

Does it use varied teaching methods?

Is it interactive? (check all that apply)

☐Requires you to click a button to advance through the module

☐Requires you to take quizzes after each section

☐Provides feedback to quiz answers specific to your right or wrong answer

☐Incorporates text you type into the module in later sections

☐Other: How else was the module interactive?

Does it teach skills?

☐No

☐Yes, it teaches the following skills:

Enter Skill 1

Enter Skill 2

Enter Skill 3

Enter Skill 4

How does the module deliver information? (must add up to 100%)

Enter % Text participants read text

Enter % Audio participants listen to voice-overs/audio recordings (no video)

Enter % Videos participants watch videos

Is it comprehensive?

Does it discuss interpersonal violence at all levels of the socio-ecological model?

☐Individual

☐Relationship

☐Community

☐Society

Does the module highlight interpersonal violence happening in settings that would resonate with your students’ experience?

☐Yes

☐No: What is off/what is missing?

Overall, how is the user experience engaging?

Describe in 2-3 sentences.

Reviewing the previous questions and categories, is this module a good fit for your campus community?

☐No

☐Yes

Part 2 (F) – Module Assessment

You should start this part anew for each online module your team assesses. Skim through and look at every question/category before you begin the module you are assessing. Questions have been roughly ordered based on when you can answer them:

Questions 1-3: Definitely answerable before you complete the module

Questions 4-10: May be answerable either from promotional materials about the module or after completing the module

Questions 11-19: Should only be answered after completing the module.

You should go through the module at least twice. After you complete the module for the first time, keep this assessment open on your computer and fill it out as you progress through the module to make recording notes and answering questions easier.

Module under review: Name of Online Module

How much time does it take to complete?

Part 1: Enter Duration Here

Part 2 (if applicable): Enter Duration Here

Part 3 (if applicable): Enter Duration Here

Part 4 (if applicable): Enter Duration Here

What does it cost in total to distribute to your students?

$Enter Cost Here

Did experts develop the module?

Were online learning experts used to develop the module?

☐No

☐Yes: Who?

Were interpersonal violence prevention experts used to develop the module?

☐No

☐Yes: Who?

Did students pilot-test the module?

☐No

☐Yes

Is dosage sufficient?

Is it more than a one-time program?

☐No

☐Yes: How many doses?

Does it have boosters or ongoing components?

☐No

☐Yes: How many boosters?

Can you intentionally build programming off of this module to increase dosage?

☐No

☐Yes: Describe your ideas briefly

Is it theory-driven?

Is it based on scientific theories of behavior change?

☐No

☐Yes, these theories:

Enter Theory 1

Enter Theory 2

Enter Theory 3

Enter Theory 4

Is the module’s theory and message for why interpersonal violence occurs consistent with your institutional/campus messages?

Your Institutional/Campus Messages	Module’s Theory & Messages	Compatible?
Community Accountability vs. Individual Risk	Individual or community approach?	Individual or community approach?
Gender Binary vs. Gender Inclusive Language	Mainly binary, inclusive, or something in between?	Mainly binary, inclusive, or something in between?
Connection to Alcohol/Other Drugs	Who is mentioned most frequently as using alcohol/other drugs in your interpersonal violence messaging? In your interpersonal violence messaging, does alcohol/other drug use cause violence?	Who is mentioned most frequently as using alcohol/other drugs in the module? In the module, does alcohol/other drugs cause violence?
Violence vs. Violence against Women	Is messaging inclusive of all survivors of interpersonal violence?	Is the module inclusive of all survivors of interpersonal violence?
Other Miscellaneous	What other messages/tone does your institution have when it discusses interpersonal violence?	Any other miscellaneous things from the module?

Has it been evaluated?

What are the stated learning objectives of the module?

Learning Objective 1: Enter Learning Objective 1
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 2: Enter Learning Objective 2
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 3: Enter Learning Objective 3
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 4: Enter Learning Objective 4
Has it been evaluated?

☐No

☐Yes: What were the results?

Learning Objective 5: Enter Learning Objective 5
Has it been evaluated?

☐No

☐Yes: What were the results?

Where have the findings, if any, been published?

Study/Citation 1

Study/Citation 2

Study/Citation 3

Other reference materials

Have evaluations informed module improvement?

☐No

☐Yes

☐Not sure

What customization of content is possible?

☐Welcome message

☐Welcome videos

☐Policy information

☐Survivor support/resource Information

☐Statistics

☐Police/reporting information

☐Other: Describe in more detail.

Can you collect data on the following?

Yes	No
Interpersonal violence perpetration	☐	☐
Interpersonal violence victimization	☐	☐
Witnessing interpersonal violence	☐	☐
Bystander behaviors	☐	☐
Bystander intentions/efficacy	☐	☐
Attitudes/beliefs	☐	☐
Alcohol/other drug use	☐	☐
Other: please describe	☐	☐

Is student privacy/data protected in the module?

☐No

☐Yes: How?

What content does the module have?

Yes	No
Definitions/statistics on…
Rape/sexual assault	☐	☐
Dating/domestic violence	☐	☐
Stalking	☐	☐
Sexual harassment	☐	☐
Consent	☐	☐
How to intervene as a bystander This content could include the 5 steps of intervention, barriers to intervention, or strategies for different ways to intervene.	☐	☐
Information on healthy relationships Healthy relationships involve more than simply the absence of violence but discussion of positive communication, boundaries, trust, intimacy, etc.	☐	☐
Discussion of the role of alcohol and other drugs in interpersonal violence perpetration Alcohol and other drugs may be used by a perpetrator to diminish their target’s ability to resist, consider the current/future consequences of a situation, or communicate sexual intentions.	☐	☐
Statement prohibiting domestic violence, dating violence, sexual assault, and stalking on campus	☐	☐
Risk reduction tips for abusive behavior This content could include content about types of abuse (physical, sexual, financial, emotional, psychological, etc.), the cycle of abuse, or warning signs of abuse.	☐	☐
Possible campus sanctions and/or legal consequences for perpetrators Consequences discussed could include state/federal statutes and possible sentences (jail time, register as sex offender, batterers intervention course, etc.) or list of campus sanctions (suspension, expulsion, counseling, etc.).	☐	☐
Information on prevention/awareness programs on campus This section could provide an opportunity to include contact information, calendars, or descriptions of upcoming programs/events.	☐	☐
Where to go for help (if assaulted, abused, stalked, etc.)? This section could include contact information for confidential and reporting resources on campus and off campus, hours of operation and locations for services, or national phone and online options for students taking the module in locations other than on campus.	☐	☐

Is the module trauma-informed and survivor-centered?
Check all that are included:

☐Resources customized to your community

☐Language that refrains from victim-blaming

☐Opt-out options on every page that redirect to resources

☐Presents perspectives of multiple survivors from diverse backgrounds

☐Normalizes getting help and support

☐Acknowledges a range of survivor experiences (settings, types of violence, etc.)

Does it promote positive relationships?

Does the program provide examples of positive role models?

☐No

☐Yes: How many examples?

Does it discuss signs of healthy/unhealthy relationships?

☐No

☐Yes: Which signs?

Does it promote community accountability?

☐No

☐Yes: How does it mention accountability?

Does it provide connections to resources? Choose one

Is it socio-culturally relevant and inclusive?

Does the module reflect the diversity of your student population?

☐No

☐Yes

If No, are you able to make changes to make it more appropriate?

☐No

☐Yes

Does the inclusion of diverse characters seem natural or are marginalized identities tokenized? Choose one

Does the module present interpersonal violence as something that can happen to anyone regardless of gender or sexual orientation?

☐Yes

☐No: Which groups were not represented?

Does the timing of the online module make sense?

Is the module designed to help address violence before it occurs? (add up to 100%)

Enter % Primary Prevention of the module focuses on root causes/predictors of violence.

Enter % Secondary Prevention of the module focuses on immediate action when violence occurs, i.e. bystander intervention or crisis support resources.

Enter % Tertiary Prevention of the module focuses on long-term effects of violence, rehabilitation, or survivor recovery topics.

Other thoughts?

Will the timing of the module make sense for your student population?

☐No

☐Yes

Does the content seem developmentally appropriate for your student population?

☐No

☐Yes

☐Not sure, because explain in more detail .

Does it use varied teaching methods?

Is it interactive? (check all that apply)

☐Requires you to click a button to advance through the module

☐Requires you to take quizzes after each section

☐Provides feedback to quiz answers specific to your right or wrong answer

☐Incorporates text you type into the module in later sections

☐Other: How else was the module interactive?

Does it teach skills?

☐No

☐Yes, it teaches the following skills:

Enter Skill 1

Enter Skill 2

Enter Skill 3

Enter Skill 4

How does the module deliver information? (must add up to 100%)

Enter % Text participants read text

Enter % Audio participants listen to voice-overs/audio recordings (no video)

Enter % Videos participants watch videos

Is it comprehensive?

Does it discuss interpersonal violence at all levels of the socio-ecological model?

☐Individual

☐Relationship

☐Community

☐Society

Does the module highlight interpersonal violence happening in settings that would resonate with your students’ experience?

☐Yes

☐No: What is off/what is missing?

Overall, how is the user experience engaging?

Describe in 2-3 sentences.

Reviewing the previous questions and categories, is this module a good fit for your campus community?

☐No

☐Yes

Highlight all six pages of a previous blank Part 2 and copy it. Then highlight all of this text and paste it here if you need more than six copies.

Customization & Implementation
People/Offices	Additional Training/Information/Partners Required
Content Experts (Ex. Sexual violence prevention coordinators, advocates, community rape crisis centers, faculty who specialize in bystander intervention, experts on marginalized populations, etc.)	Colleagues? Students? Community partners/collaborators?
Design Experts (customizing content, writing emails/general promotion materials for the module)	Colleagues? Students? Community Partners/collaborators?
Program Administration (Staff who will implement the program)	Who would send reminders to students about completing the module? What office do they work in?
Technical Support (Information technology staff, staff who can whitelist emails addresses)	When a student emails “my link doesn’t work ”, who answers? What office do they work in?
Dissemination (Administrators with access to student distribution lists)	Write down some details of your distribution plan here.
Enforcement (Administrators who can ensure completion, such as through putting holds on student accounts)	How will you enforce completion?
Institutional Messaging (Ex. Orientation staff, parent outreach, admissions, communications, program staff for each division)	Where did you find that info (which offices/departments)? Where did you find that info (which offices/departments)? Where did you find that info (which offices/departments)? Where did you find that info (which offices/departments)?

Part 3 - Partnerships

Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449-456.

Dahlberg, L.L. & Krug, E.G. (2002) Violence: A global public health problem. In Krug, E., Dahlberg, L.L., Mercy, J.A., Zwi, A.B., Lozano, R. Eds. World Report on Violence and Health. Geneva, Switzerland: World Health Organization, 1-56. Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html.

Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449-456.

Dahlberg, L.L. & Krug, E.G. (2002) Violence: A global public health problem. In Krug, E., Dahlberg, L.L., Mercy, J.A., Zwi, A.B., Lozano, R. Eds. World Report on Violence and Health. Geneva, Switzerland: World Health Organization, 1-56. Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html.

Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449-456.

Dahlberg, L.L. & Krug, E.G. (2002) Violence: A global public health problem. In Krug, E., Dahlberg, L.L., Mercy, J.A., Zwi, A.B., Lozano, R. Eds. World Report on Violence and Health. Geneva, Switzerland: World Health Organization, 1-56. Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html.

Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449-456.

Dahlberg, L.L. & Krug, E.G. (2002) Violence: A global public health problem. In Krug, E., Dahlberg, L.L., Mercy, J.A., Zwi, A.B., Lozano, R. Eds. World Report on Violence and Health. Geneva, Switzerland: World Health Organization, 1-56. Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html.

Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449-456.

Dahlberg, L.L. & Krug, E.G. (2002) Violence: A global public health problem. In Krug, E., Dahlberg, L.L., Mercy, J.A., Zwi, A.B., Lozano, R. Eds. World Report on Violence and Health. Geneva, Switzerland: World Health Organization, 1-56. Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html.

Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449-456.

Dahlberg, L.L. & Krug, E.G. (2002) Violence: A global public health problem. In Krug, E., Dahlberg, L.L., Mercy, J.A., Zwi, A.B., Lozano, R. Eds. World Report on Violence and Health. Geneva, Switzerland: World Health Organization, 1-56. Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html.